460 Chapter 13 A World in Flames

Section 2World War II Begins

The shadow of World War I loomed large in the minds of European leaders in the late 1930s.

Although Nazi Germany appeared increasingly aggres-sive, Britain and France wanted to avoid another bloody conflict. Efforts to negotiate peaceful agreements with Nazi Germany ultimately would fail.

Path to War MAIN Idea European nations tried to prevent war by giving in to Adolf

Hitler’s demands.

HISTORY AND YOU Do you remember reading how Europe was divided after World War I? Read to learn how German demands for more territory started World War II.

In 1935 Hitler began to defy the Treaty of Versailles that had end-ed World War I. He announced that Germany would build a new air force and begin a military draft that would greatly expand its army—actions in direct violation of the treaty. Rather than enforce the treaty by going to war, European leaders tried to negotiate with Hitler. At the time, the Nazi regime was weaker than it later would become. If European leaders had responded more aggressively, could war have been avoided? Historians still debate this question today.

Europe’s leaders had several reasons for believing—or wanting to believe—that a deal could be reached with Hitler and that war could be avoided. First, they wanted to avoid a repeat of the bloodshed of World War I. Second, some thought most of Hitler’s demands were reasonable, including his demand that all German-speaking regions be united. Third, many people assumed that the Nazis would be more interested in peace once they gained more territory.

The Austrian AnschlussIn late 1937 Hitler again called for the unification of all German-

speaking people, including those in Austria and Czechoslovakia. He believed that Germany could expand its territory only by “resort[ing] to force with its attendant risks.”

In February 1938 Hitler threatened to invade German-speaking Austria unless Austrian Nazis were given important government posts. Austria’s chancellor gave in to this demand, but then tried to put the matter of unification with Germany to a democratic vote. Fearing the outcome, Hitler sent troops into Austria in March and announced the Anschluss, or unification, of Austria and Germany.

Guide to ReadingBig IdeasTrade, War, and Migration World War II officially began with the Nazi invasion of Poland and the French and British declarations of war on Germany in September 1939.

Content Vocabulary• appeasement (p. 461) • blitzkrieg (p. 462)

Academic Vocabulary• violation (p. 460)• regime (p. 460) • concentrate (p. 462) • transport (p. 465)

People and Events to Identify• Anschluss (p. 460) • Munich Conference (p. 461)• Maginot Line (p. 462) • Winston Churchill (p. 465) • Battle of Britain (p. 465)

Reading StrategySequencing As you read about the events leading up to World War II, record them by completing a time line similar to the one below.

1937 Sept. 1939

Feb.1938

Sept.1938

March1939

March1938

Oct.1938

Aug.1939

460_465_C13_S02_874523.indd 460 5/21/07 5:01:09 PM 460_465_C13_S02_874523.indd 461 5/21/07 5:01:18 PM

Chapter 13 • Section 2

Resource Manager

Focus

BellringerDaily Focus Transparency 13.2

Cause and Effect

DAILY FOCUS SKILLS TRANSPARENCY 13-2

ANSWER: GTeacher Tip: Remind students that the consequences ofactions or events can be immediate or delayed.UNIT

5Chapter 13

Directions: Answer the followingquestion based on the informationat left.

Which of the followingblitzkrieg tactics wouldhave deprived Polish troopsof food and ammunition?

F The blitzkrieg combined airand land attacks.

G German paratroopers cutPolish supply lines.

H German tank columns brokethrough Polish lines.

J Blitzkrieg forces includedfast-moving tank columns.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

BLITZKRIEG!

World War II beganwhen Germany invaded Poland onSeptember 1, 1939.Poland resisted withan obsolete army. Itshorses were no matchagainst German tanks.The Germans alsoused a new type ofwarfare—blitzkrieg, orlightning war—thatemployed the following tactics:

• Large numbers of fast-moving tank columns broke throughenemy lines.

• Tanks quickly surrounded enemy positions.

• To support tanks, aircraft bombed enemy positions.

• Aircraft dropped paratroopers to cut enemy supply lines.

s

Munich

Prague

Warsaw

Leningrad

Moscow

Stalingrad

Budapest

Rome

Frankfurt

Berlin

SOVIET UNION

RANCE

ITALY

GREECE

POLAND

SLOVAKIA

HUNGARY

Y

CE ROMANIA

BULGARIA

SYRIA

LEBANON

CYPRUS

PALESTINE

YUGOSLAVIA

ALBANIA

TURKEY

IRAQKUWAIT

EGYPT

TUNISIAIRAN

DENMARK

NETHERLANDS

BELGIUM

ESTONIA

LATVIA

LITHUANIA

SWITZERLAND

GERMANY

SWEDEN

Corsica

Sardinia

Sicily

CreteMalta U.K.

Black Sea

Mediterranean

Sea

NorthSea Baltic

Sea

Caspian

Sea

30°N

20°E0°

Lambert AzimuthalEqual-Area projection

400 miles

400 kilometers

0

0

Germany, 1941

Other Axis powers

Axis-controlled

territory

Vichy France

and territories

Allied powers

Allied-controlled

territory

Neutral nations

Ardennes Forest

Maginot Line

Axis offensives

Guide to ReadingAnswers: 1937: Hitler calls for German unity; February 1938: Hitler threatens to invade Austria; March 1938: the Anschluss; September 1938: Germany claims Sudetenland; October 1938 Germany demands return of Danzig; March 1939: Germany annexes Czechoslovakia; May 1939 Germany invades Poland; August 1939: Nazi-Soviet Nonaggression Pact

Section Spotlight Video

To generate student interest and provide a springboard for class discussion, access the Chapter 13, Section 2 video at glencoe.com or on the video DVD.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Using Word Parts,

p. 461

Additional Resources• Guid. Read. Act., URB

p. 49

Teacher Edition• Making Inferences,

p. 461• Drawing Con., p. 462• Analyzing Info., p. 464• Det. Cause/Effect, p. 465

Additional Resources• Quizzes and Tests,

p. 186

Teacher Edition• Verbal/Linguistic, p. 463

Additional Resources• RENTG, p. 137

460_460-465_C13_S02_874524 460460_460-465_C13_S02_874524 460 5/25/07 9:16:59 AM5/25/07 9:16:59 AM

460_465_C13_S02_874523.indd 460 5/21/07 5:01:09 PM

Munich ViennaBudapest

Rome

Bern

Berlin

Brussels

AmsterdamDanzig

Prague

Copenhagen

Warsaw

Kaunas

Riga

Tallinn

HelsinkiOslo

Dublin

London

Paris

Madrid

Belgrade Bucharest

Sofia

Athens

Tiranë

Moscow

200 miles

200 kilometers

0

0

Lambert AzimuthalEqual-Area projection

10°E

10°W

40°N

50°N

60°N

20°E 30°E

0°

ESTONIA

LATVIA

BULGARIA

ALBANIA

SWITZ.

ANDORRA

LUX.

AUSTRIAHUNGARY

LITHUANIA

FINLAND

SOVIETUNION

POLAND

FRANCE

PORT. SPAIN

UNITEDKINGDOM

IRELAND

NORWAYSWEDEN

DEN.

BEL.

NETH.

CZECH.

GERMANY

ITALY YUGOSLAVIA

ROMANIA

GREECE TURKEY

ATLANTICOCEAN

NorthSea

BlackSea

N

SW

E

In March 1936, Germany sendstroops into the Rhinelanddefying the Treaty of Versailles.

Austrian Anschluss, 1938—Germany annexes Austria.

In August 1939, the Nazi-Soviet Pact is signed. Oneweek later, on Sept. 1,Germany invades Poland.

Hitler demands thereturn of Danzig toGermany, October 1938.

Chapter 13 A World in Flames 461

The Munich CrisisHitler next announced German claims to

the Sudetenland, an area of Czechoslovakia with a large German-speaking population. The Czechs strongly resisted Germany’s demands for the Sudetenland. France threatened to fight if Germany attacked Czechoslovakia, and the Soviet Union also promised aid. Prime Minister Neville Chamberlain pledged Britain’s support to France, its ally.

Representatives of Britain, France, Italy, and Germany agreed to meet in Munich to decide Czechoslovakia’s fate. At the Munich

Conference, on September 29, 1938, Britain and France agreed to Hitler’s demands, a pol-icy that came to be known as appeasement. In other words, they made concessions in exchange for peace. Supporters of appease-ment believed that Hitler had a few limited demands. They felt that if they gave him what he wanted, they could avoid war. Czecho-slovakia was told to give up the Sudetenland or fight Germany on its own. When Chamberlain returned home, he promised “a peace with honor . . . peace in our time,” but he also began to speed up British rearmament—in case appeasement failed.

The Causes of World War II in Europe, 1935–1939

Analyzing GEOGRAPHY 1. Region Why do you think Hitler’s first military action was in the

Rhineland?2. Region Why might Hitler have welcomed a nonaggression pact

with the Soviets?

See StudentWorksTM Plus or glencoe.com.

▲ At Munich in 1938, Britain’s Neville Chamberlain (left) Mussolini (second from left), and Hitler (right) reached a deal that prevented war but required Czechoslovakia to give up the Sudetanland (brown area on the Czech border above) to Germany. Six months later, Germany occupied all of Czechoslovakia.

R

C

460_465_C13_S02_874523.indd 461 5/21/07 5:01:18 PM

Chapter 13 • Section 2

Teach

R Reading StrategyUsing Word Parts Ask students to identify the root and the suffix in appeasement. (appease is the root; -ment is the suffix) Remind students that the suffix -ment means “process or action.” EL

C Critical ThinkingMaking Inferences Point out the final sentence of text on this page. Ask: How do you know that Chamberlain did not trust Hitler? (He began rearming Britain at a faster pace.) OL

Analyzing GEOGRAPHY

Answers: 1. the Rhineland was part of

Germany so it was harder to object to his actions there

2. Hitler wanted to free himself for war against Western countries by making sure the Soviets would not halt his expansionism.

Hands-On Chapter Project

Step 2

Creating a World War II Memory Book

Step 2: Researching Selected Names Each student will do research on the name chosen in Step 1.

Directions Have students use library, Internet, or family resources to learn more about the person whose name they chose. Ask students to gather photos and informa-tion about the person’s background, moti-vation, and his or her role in the war. They

should also select a quotation or short paragraph written by the person, if possible.

Evaluating Information To decide which information to include, students will gain practice in evaluating the reliability of sources and the relevance of the informa-tion to the project. OL (Chapter Project continued on page 467)

461

461_460-465_C13_S02_874524 461461_460-465_C13_S02_874524 461 5/25/07 9:17:23 AM5/25/07 9:17:23 AM

462 Chapter 13 A World in Flames

Appeasement did fail to preserve the fragile peace. In March 1939 Germany sent troops into Czechoslovakia and divided the country. Slovakia became independent in name, but it was actually under German control. The Czech lands became a German protectorate.

Hitler Demands Danzig A month after the Munich Conference,

Hitler demanded that the city of Danzig be returned to German control. Although Danzig was more than 90 percent German, it had been part of Poland since World War I. Hitler also requested a highway and railroad across the Polish Corridor, an area that separated western Germany from the German state of East Prussia.

Hitler’s new demands convinced Britain and France that war was inevitable. On March 31, 1939, Britain announced that if Poland went to war to defend its territory, Britain and France would come to its aid. This declara-tion encouraged Poland to refuse Hitler’s demands. In May 1939, Hitler ordered the German army to prepare to invade Poland. He also ordered his foreign minister to begin negotiations with the USSR. If Germany was going to fight Britain and France, Hitler did not want to have to fight the Soviets, too.

The Nazi-Soviet Pact When German officials proposed a nonag-

gression treaty to the Soviets, Stalin agreed. He believed the best way to protect the USSR was to turn the capitalist nations against each other. If the treaty worked, Germany would go to war against Britain and France, and the USSR would be safe.

The nonaggression pact, signed by Germany and the USSR on August 23, 1939, shocked the world. Communism and Nazism were sup-posed to be totally opposed to each other. Leaders in Britain and France understood, however, that Hitler had made the deal to free himself for war against their countries and Poland. They did not know that the treaty also contained a secret deal to divide Poland between Germany and the Soviet Union.

Identifying What regions did Hitler take or demand in the lead-up to the war?

The War BeginsMAIN Idea After Poland and France fell to the

Nazis, the British evacuated thousands of trapped troops from Dunkirk.

HISTORY AND YOU Can you think of a contempo-rary situation in which people acted heroically to save others in danger? Read to learn about the her-oism of civilians and soldiers in World War II.

On September 1, 1939, Germany invaded Poland. Two days later, Britain and France declared war on Germany. World War II had begun.

Poland bravely resisted Germany’s onslaught, but its army was outdated. The Polish army rode horses and carried lances against German tanks. In addition, the Germans used a new type of warfare called blitzkrieg, or “lightning war.” Blitzkrieg used large numbers of massed tanks to break through and rapidly encircle enemy positions. To support the tanks, waves of aircraft bombed enemy positions and dropped paratroopers to cut their supply lines. The Polish army could not repel the attack. Warsaw, the Polish capital, fell to the Germans on September 27. By October 5, 1939, the Germans had defeated the Polish military.

The Fall of FranceIn contrast to the war in Poland, western

Europe remained eerily quiet. The Germans referred to this situation as the sitzkrieg, or “sit-ting war.” The British called it the “Bore War,” while American newspapers nicknamed it the “Phony War.” The British had sent troops to France, and both countries remained on the defensive, waiting for the Germans to attack.

After World War I, the French had built a line of concrete bunkers and fortifications called the Maginot Line along the German border. Rather than risk their troops by attack-ing, the French preferred to wait behind the Maginot Line for the Germans to approach. This decision proved to be disastrous for two reasons. First, it allowed Germany to concen-trate on Poland first before turning west to face the British and French. Second, Hitler decided to go around the Maginot Line, which protected France’s border with Germany but not France’s border with with Belgium.

C

460_465_C13_S02_874523.indd 462 5/21/07 5:01:28 PM 460_465_C13_S02_874523.indd 463 5/21/07 5:01:29 PM

Additional Support

Chapter 13 • Section 2

Answer: Austria, Czechoslovakia, Danzig, Poland

Activity: Cooperative Learning

Prepare a News Broadcast Divide the class into six small groups. Assign each group one of the following events: the Austrian Anschluss, the Munich Conference, the Nazi-Soviet Nonaggression Pact, the invasion of Poland, the invasion of France, or the evacuation of Dunkirk.

Have each group create a brief television news-cast covering the event. If possible, allow stu-dents to videotape their stories in chronological order and then play the videotape for the class. OL

The Baltic city of Gdansk (or Danzig in German) has his-torically been politically free and part of either Poland or German-speaking Prussia. It was part of Prussia until the Treaty of Versailles, when it became free. Identification with Germany has been strong, however; in the 1930s, Nazi officials were voted into the majority of the city assembly.

C Critical ThinkingDrawing Conclusions Ask: What did Germany and the USSR each stand to gain by this treaty? (They both would gain some of Poland and other Eastern European lands. Germany would not have to fight on two fronts and could concentrate on defeating Britain and France. The USSR would be safe from German attack.) OL

462

462_460-465_C13_S02_874524 462462_460-465_C13_S02_874524 462 5/25/07 9:17:37 AM5/25/07 9:17:37 AM

460_465_C13_S02_874523.indd 462 5/21/07 5:01:28 PM

TECHNOLOGY&HISTORY

Chapter 13 A World in Flames 463

To get around the Maginot Line, the Germans would have to invade the Netherlands, Belgium, and Luxembourg first—which is exactly what they did. On May 10, Hitler launched a new blitzkrieg. While German troops parachuted into the Netherlands, an army of tanks rolled into Belgium and Luxembourg.

The British and French had expected the German attack. As soon as it began, British and French forces raced north into Belgium. This was a mistake. Instead of sending their tanks through the open countryside of central Belgium, the Germans sent their main force through the Ardennes Mountains of Luxembourg and eastern Belgium. The French did not think that large numbers of tanks could move through the mountains, and had left

only a few troops to defend that part of the border. The Germans easily smashed through the French lines, then turned west across northern France to the English Channel. The British and French armies were still in Belgium and could not move back into France quickly enough. They were now trapped in Belgium.

The Miracle at DunkirkAfter trapping the Allied forces in Belgium,

the Germans began to drive them toward the English Channel. The only hope for Britain and France was to evacuate their surviving troops by sea, but the Germans had captured all but one port, Dunkirk, in northern France near the Belgian border.

Blitzkrieg In 1939 Germany unleashed blitzkrieg—lightning war—on Europe. Blitzkrieg combined several technologies—aircraft, tanks, parachutes, and radios—to produce a highly mobile, fast-moving army that could coordinate multiple attacks, break through lines, and rapidly encircle enemy positions.

▲ A superior air force led to Germany’s defeat of western Europe by summer 1940. The aircraft could drop paratroopers behind enemy lines as well as bomb targets.

▲ German tanks rolled into Poland in 1939, ahead of the infantry, which followed to end any resistance. The bombers supported the swift-moving tanks from the air. The armored tanks, known as Panzers, often moved so rapidly that they had to wait for the infantry to catch up.

Analyzing VISUALS1. Drawing Conclusions What do you

observe about the advance of the Panzer tanks in the photo on the left?

2. Evaluating What dangers do you think the paratroopers in the center photo may have faced?

D

460_465_C13_S02_874523.indd 463 5/21/07 5:01:29 PM

Chapter 13 • Section 2

D Differentiated Instruction

Verbal/Linguistic Invite stu-dents to read Paul Gallico’s short story “The Snow Goose,” which is about a disabled man in England who helps with the invasion of Dunkirk. Ask them to take notes as they read and prepare a response summarizing the story and describing why they think that so many citizens wanted to contribute to the war effort. OL

Analyzing VISUALS

Answers: 1. Students may point out the

long line of tanks, the isolated countryside, or the lack of any resistance.

2. Students may suggest snip-ers, land mines, or other forms of enemy attack, in addition to risk of parachutes not opening.

Winston Churchill British Prime Minister Neville Chamberlain resigned in May 1940. Winston Churchill, heading a coalition govern-ment, took office on May 11. Less than a month later, the evacuation of Dunkirk began. Although the successful evacuation raised morale, Churchill warned members of Parliament that,

“Wars are not won by evacuations.” The son of an American mother and a British lord, Churchill had attended the British equivalent of West Point and had seen fighting in Cuba, India, Sudan, and South Africa before his service in France during World War I. He was among the first to sense the danger of the Nazi Party.

Extending the Content

Additional Support

463

463_460-465_C13_S02_874524 463463_460-465_C13_S02_874524 463 5/25/07 9:17:50 AM5/25/07 9:17:50 AM

PRIMARY SOURCE

“Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail, we shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confi-dence and growing strength in the air, we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender. . . .”

—Winston Churchill, Speech to Parliament, June 4, 1940

As German forces closed in on Dunkirk, Hitler suddenly ordered them to stop. No one is sure why he gave this order. Historians know that Hitler was nervous about risking his tank forces, and he wanted to wait until more infan-try arrived. Hermann Goering, the head of the German air force, also assured Hitler that air-craft alone could destroy the trapped soldiers. There is also some evidence that Hitler thought that the British would be more willing to accept peace if the Germans did not humiliate them by destroying their forces at Dunkirk.

Whatever Hitler’s reasons, his order pro-vided a three-day delay. This gave the British time to strengthen their lines and begin the evacuation. Some 850 ships of all sizes—from navy warships to small sailboats operated by civilian volunteers—headed to Dunkirk from England, many of them making the 48-mile trip multiple times. French, Dutch, and Belgian ships joined British ones in “Operation Dynamo.” The British had hoped to rescue about 45,000 troops. Instead, when the evacu-

ation ended on June 4, an estimated 338,000 British and French troops had been saved. This became known as the “Miracle at Dunkirk.”

The evacuation had its price, however. Almost all of the British army’s equipment remained at Dunkirk—90,000 rifles, 7,000 tons of ammunition, and 120,000 vehicles. If Hitler invaded Britain, it would be almost impossible to stop him from conquering the country.

Three weeks later, on June 22, 1940, Hitler accepted the French surrender in the same railway car in which the Germans had surren-dered at the end of World War I. Germany now occupied much of northern France and its Atlantic coastline. To govern the rest of France, Germany installed a puppet government at the town of Vichy and made Marshal Philippe Pétain the new government’s figurehead leader. Pétain predicted that Britain “will have her neck wrung like a chicken.”

Explaining By what means did Hitler overtake both Poland and France?

The Battle of Britain, 1940

1. Identifying Points of View What effect does Churchill suggest the fall of other European states will have on Britain?

2. Analyzing Primary Sources What does Churchill expect to grow as the Allied forces fight the Nazis?

3. Hypothesizing What effect do you think Churchill’s words had on those who heard or read the speech?

▲ Winston Churchill wears a thumbs-up pin on his lapel.

During the Battle of Britain, bombs fell around London’s St. Paul’s Cathedral, a famous architectural treasure as well as a place of worship. Some of the subways no longer ran but were converted to air-raid shelters where people could sleep.

C

460_465_C13_S02_874523.indd 464 5/21/07 5:01:42 PM 460_465_C13_S02_874523.indd 465 5/21/07 5:01:47 PM

32

Copyright ©

Glen

coe/McG

raw-H

ill, a division of T

he McG

raw-H

ill Com

panies, In

c.

CH

AP

TE

R1

3

Name Date Class

Making Generalizations

LEARNING THE SKILL

To generalize means to draw inferences from or make general conclusions about aset of statements or information. The quality of the information you use determinesthe accuracy of the generalizations you make. Information that consists of facts, notopinions, is essential to drawing accurate generalizations. As you gather facts, beginto group the information into categories, and look for relationships among the cate-gories. Based on these relationships, you can begin to make new generalizations ortest existing ones.

PRACTICING THE SKILL

DIRECTIONS: Is the generalization below accurate? Read or review Section 1 of your textbookto find support for the generalization. Complete the table below to help you organize yourinformation and find relationships.

Generalization: The end of World War I and the difficult economic times of the Depression Era led tothe rise of dictatorships in Europe and Asia.

APPLYING THE SKILL

DIRECTIONS: Locate and read three news articles or editorials on the same current event.Make a two-column table, and list the facts from these articles in the first column and theopinions from these articles in the second column. Based on the information in your table,write a generalization in the space provided.

★

★

★

Emerging Dictatorships

Country Leader Type of Dictatorship Supporting Information

Critical Thinking Skills 13 ★ ★ ★ ★ ★ ★

40

Copyright ©

Glen

coe/McG

raw-H

ill, a division of T

he McG

raw-H

ill Com

panies, In

c.

Name Date Class

composers, conductors, and orchestras toexhibit their expertise.

In addition, Copland made numerousworld tours as a conductor and evenappeared in the USSR in 1960, during thecold war, where he was well received. Healso lectured and wrote many articles and

1. Name and describe Copland’s first major successful work.

2. What technique did Copland use for creating music for ballets?

3. What was Copland’s first opera and why was it considered unique?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Evaluating Information Aaron Copland was a talented musician, composer, writer, con-ductor, and lecturer in music. For which of these achievements do you think he will bebest remembered?

5. Analyzing Information For what kinds of artistic formats did Copland write music?

books on music. In 1964, Copland receivedthe Presidential Medal of Freedom for hislifelong work in music, which has beenappreciated by so many. He continued tolecture and conduct through the 1980s. In1990, Copland died in Tarrytown, NewYork.

CH

AP

TE

R1

3

American Art and Music Activity 13 (continued)★

43

Cop

yrig

ht ©

Gle

nco

e/M

cGra

w-H

ill,

a di

visi

on o

f The

McG

raw

-Hill

Com

pan

ies,

In

c.

CH

AP

TE

R1

3

A World in Flames, 1931–1941

The Treaty of Versailles created an unstable peace in Europe. The worldwide economicdepression led to the rise of new political groups. Various forms of totalitarian governmentsgained power in Germany, Italy, Japan, and the USSR. Many people in the United States sup-ported isolationism as conflicts erupted in Europe and Asia.

DIRECTIONS: The chart below shows how the United States responded to events in Europeand Asia. Supply the missing information. The first one has been completed for you.

9. Critical Thinking President Roosevelt compared war to an epidemic that needed to beactively contained to keep it from spreading. Briefly describe how American isolationismand neutrality actually contributed to the spread of war around the world.

Name Date Class

Reteaching Activity 13★

The United States Responds

Situation/Event U.S. Response

1.

2.

3.

4.

5.

6.

7.

8.

Hitler violates the Treaty of Versailles by

rebuilding Germany’s military; Mussolini

invades Ethiopia.

Congress passes the Neutrality Act, forbid-

ding Americans to sell arms to any country

at war.

Spanish Civil War erupts; the Rome-Berlin

Axis forms, and is later joined by Japan.

Roosevelt authorizes the sale of weapons to

China, claiming that the Neutrality Act did not

apply since neither country had declared war.

Hitler signs a pact with the USSR and invades

Poland; France and Britain declare war on

Germany.

France falls; Allied troops are evacuated at

Dunkirk; an air invasion known as the Battle

of Britain begins.

Congress passes the Lend-Lease Act to allow the

shipment of American supplies to nations con-

sidered vital to the security of the United States.

British cargo ships and American ships are

attacked by German U-boats.

Congress declares war on Japan; Germany

and Italy declare war on the United States,

forcing the United States into a global war.

35

Cop

yrig

ht ©

Gle

nco

e/M

cGra

w-H

ill,

a di

visi

on o

f The

McG

raw

-Hill

Com

pan

ies,

In

c.

Name Date Class

CH

AP

TE

R1

3

Primary Source Reading 13-1 ★ ★ ★ ★ ★ ★

(continued)

The result of all racial crossing is therefore in brief always the following:(a) Lowering of the level of the higher race;(b) Physical and intellectual regression. . . .To bring about such a development is, then, nothing else but to sin against

the will of the eternal creator. . . .The folkish state . . . must set race in the center of all life. It must take care

to keep it pure. There is only one holiest human right, and this right is at thesame time the holiest obligation, to wit: to see to it that the blood is pre-served pure and, by preserving the best humanity, to create the possibility ofa nobler development of these beings.

. . . the Jew of all times has lived in the states of other peoples. . . .He regards commerce as well as all financial transactions as his own spe-

cial privilege which he ruthlessly exploits. Finance and commerce havebecome his complete monopoly. . . . People begin to look at the foreignermore and more closely and discover more and more repulsive traits andcharacteristics in him until the cleft becomes unbridgeable.

. . . Finally the Jewish influence on economic affairs grows with terrifyingspeed through the stock exchange. . . .

Thus, Freemasonry is joined by a second weapon in the service of the Jews:the press. With all his perseverance and dexterity he seizes possession of it.With it he slowly begins to grip and ensnare, to guide and to push all publiclife. . . . He uses all the knowledge he acquires in the schools of other peo-ples, exclusively for the benefit of his race. . . . He poisons the blood of others,but preserves his own. The Jew almost never marries a Christian woman; it isthe Christian who marries a Jewess. The [children] take after the Jewish side.

Mein Kampf

About the Selection

Hitler wrote Mein Kampf—his combina-tion manifesto and autobiography—whilein prison in 1924. In English the title means“My Struggle” or “My Battle.” Typical ofHitler, the title and book paint him as a suf-fering hero of history. After World War II,many people said that Germany’s courseunder Hitler surprised them. Reading MeinKampf would have alerted them—in it theessential irrationality, racism, anti-Semitism,and hatred in the Nazi ideology are therefor all to see.

★

Reader’s Dictionary

Marxist philosophy: theory whose ultimategoal was a society without classesedifice: massive structure of an organization

GUIDED READING

As you read, note Hitler’s basic ideas ofthe Nazi (folkish) state. Then answer thequestions that follow.

★ ★

Chapter 13 • Section 2

C Critical ThinkingAnalyzing Information Draw students’ attention to the first paragraph, listing assumed rea-sons for Hitler’s delay in attacking Dunkirk. Ask students to evaluate each reason and determine its validity. OL

Answer: by use of the blitzkrieg, using large numbers of tanks, infantry, and air power in a coor-dinated attack

Answers: 1. None; they are going to fight

and defend the island regard-less of Nazi successes elsewhere.

2. their confidence and their strength in the air

3. Students’ responses will vary but may suggest that it gave his audience determination and hope.

Differentiated Instruction

Leveled Activities BL Critical Thinking Skills

Activity, URB p. 32 OL American Art and Music

Activity, URB p. 40 AL Enrichment Activity,

URB p. 43 ELL Primary Source Reading

Activity, URB p. 35

464

464_460-465_C13_S02_874524 464464_460-465_C13_S02_874524 464 5/25/07 9:17:59 AM5/25/07 9:17:59 AM

460_465_C13_S02_874523.indd 464 5/21/07 5:01:42 PM

Section 2 REVIEW

Study Central To review this section, go to glencoe.com and click on Study Central.

465

Britain Remains Defiant MAIN Idea Despite the bombing of London and other major cities,

Britain’s Winston Churchill stood firm against the threat of Nazi invasion.

HISTORY AND YOU Think of a time when the odds were against you. How did you react? Read about British resolve when faced with Nazi air raids.

Neither Pétain nor Hitler anticipated the bravery of the British people or the spirit of their leader, Winston Churchill, who had replaced Neville Chamberlain as prime minister. Hitler expected Britain to negotiate peace after France surrendered, but on June 4, 1940, Churchill delivered a defiant speech in Parliament, vow-ing that Britain would never surrender. The speech was intended to rally the British people and to alert the isolationist United States to Britain’s plight.

Realizing Britain would not surrender, Hitler ordered his com-manders to prepare to invade. Getting across the English Channel, however, posed a major challenge. Germany had few transportships, and the British air force would sink them if they tried to land troops in England. To invade, therefore, Germany first had to defeat the British Royal Air Force.

In June 1940, the German air force, called the Luftwaffe, began to attack British shipping in the English Channel. Then, in mid-August, the Luftwaffe launched an all-out air battle to destroy the Royal Air Force. This air battle, which lasted into the fall of 1940, became known as the Battle of Britain.

On August 23, German bombers accidentally bombed London, the British capital. This attack on civilians enraged the British, who responded by bombing Berlin the following night. For the first time in the war, bombs fell on the German capital. Infuriated, Hitler ordered the Luftwaffe to stop its attacks on British military targets and to concentrate on bombing London.

Hitler’s goal was to terrorize the British people into surrender-ing. The British endured, however, taking refuge in cellars and subway stations whenever German bombers appeared.

Although the Royal Air Force was greatly outnumbered, the British had one major advantage. They had developed a new technology called radar. Using radar stations placed along their coast, the British were able to detect incoming German aircraft and direct British fighters to intercept them.

Day after day, the British fighters inflicted more losses on the Germans than they suffered. During the long battle, Germany lost 1,733 aircraft while the British lost 915 fighter planes, along with 449 pilots. The skill of more than 2,000 British and 500 for-eign pilots—including many Poles, Canadians, Frenchmen, and a few Americans—successfully thwarted Hitler’s plan to invade Britain. These pilots flew as often as five times a day. Praising them, Churchill told Parliament, “Never in the field of human conflict was so much owed by so many to so few.” On October 12, 1940, Hitler canceled the invasion of Britain.

Evaluating How was Britain able to resist Hitler and the Nazis?

Vocabulary1. Explain the significance of: Anschluss,

Munich Conference, appeasement, blitz-krieg, Maginot Line, Winston Churchill, Battle of Britain.

Main Ideas 2. Explaining Why did Europe’s leaders

first try to deal with Hitler through appeasement?

3. Analyzing Why was the decision to leave French forces behind the Maginot Line disastrous for Europe?

4. Summarizing In what ways did Winston Churchill prove to be an effective leader for Britain as the war began?

Critical Thinking5. Big Ideas What was the new type of

warfare used by Germany against Poland? Explain the technique.

6. Organizing Use a graphic organizer sim-ilar to the one below to list early events of the war in Poland and western Europe.

7. Analyzing Visuals Look again at the photograph on page 461. What do you observe about the participants at the Munich Conference?

Writing About History8. Expository Writing Choose one

dramatic incident from the beginnings of World War II and write a news story explaining what happened.

Events

C

460_465_C13_S02_874523.indd 465 5/21/07 5:01:47 PM

Chapter 13 • Section 2

Answers

C Critical ThinkingDetermining Cause and Effect Ask students to read the material under the subheading “Britain Remains Defiant.” Have them make cause-and-effect graphic organizers and use them to show the interaction between Britain and Germany in 1940. OL

Assess

Study Central provides summa-ries, interactive games, and online graphic organizers to help stu-dents review content.

CloseSummarizing Ask: What fac-tor encouraged Hitler’s aggres-sion in Europe? (the reluctance of France and Britain to fight another war) OL

Answer: Germany had few transport ships to send troops across the English Channel; the British had developed radar.

Section 2 REVIEW

1. All definitions can be found in the section and the Glossary.

2. They believed that Hitler had few demands and that by giving in they could prevent another war.

3. It allowed Germany to concentrate on Poland first; when Germany went around the line, troops were trapped in Belgium.

4. Churchill was determined to prevent the Germans from controlling Britain.

5. The Germans used blitzkreig, a lightning war in which tanks on the ground supported airstrikes.

6. Answers may include the following: Germany and Soviets invade Poland; Britain and France enter the war; Germany invades Norway, Denmark, Belgium, the Netherlands, Luxembourg, and France

7. No one looks pleased or relaxed, despite the apparent progress in preventing war.

8. Students’ news stories will vary but should center on a single event at the beginning of World War II and be written in journalistic style.

465

465_460-465_C13_S02_874524 465465_460-465_C13_S02_874524 465 5/25/07 9:18:15 AM5/25/07 9:18:15 AM